Monday, April 4, 2022
We are faced with increasing demands on students' time within the school day and a culture of immediacy driven by everything from the 'news-at-our-fingertips' and a social media culture that can be unforgiving and relentless. In such a world, music education can not only serve to bring the beauty of our art to students' lives, but it can provide that stability and 'safe place' for them to thrive. This is true now more than ever. To that end, we have to advocate for our programs and our belief that music is as important to the well-rounded and healthy individual as it has ever been. Yes, we need kids... but, as importantly, THEY NEED MUSIC.
I always felt like, at its best, a good program essentially advocates for itself. By that, I mean building a program that promotes a good culture of excellence through providing quality instruction and a safe space for kids to thrive is job one. It attracts kids...it attracts their parents, too!
More specifically...
Students: Students listen intently to older students... those high school kids who have 'bought in' and just love band. I always looked for opportunities to put those older students in front of my younger kids Let them work with students, whether in actual private lesson instruction (for the more mature kids) or just sit down and work with them on something specific - maybe just playing duets! These older students provide an example for the younger ones to learn from, model and become. There is no stronger advocate for your program than those students in the program!!
Parents: I think parent involvement is key. Calibrating that involvement in a way that provides a parent the chance to know what makes the band 'tick' and see the value it holds for their child. Parent booster clubs are critical in not only helping the band achieve its goals, but in 'spreading the word' about what band has brought to their child's life! Further, encouraging parents that the 'band journey' is not just through middle/high school and that college is a great place for kids to continue enjoying music and the camaraderie of band. Of course, scholarship opportunities await, as well. As parents invest in their child's future in band, they become an advocate for your program forever!!
Administration: Full disclosure: I think, as a profession, we are often guilty of making too much of our administration challenges. We almost 'pre-program' young educators to expect problems and prepare for the worst. This is a disservice to everyone, setting all up for conflict. Even within our own programs, we needn't portray our administrators (to our kids) as ambivalent, ie. 'only interested in sports', 'they don't care about us' etc. That 'poor me' attitude among band kids sometimes feels like a 'right of passage', but it is truly a waste of time. Most administrators understand that the band program is likely the largest student group in the school, and they want you to succeed. Involve them! Let them participate in a fun way (even the most rhythm-challenged principal can conduct the fight song!) Have them read a narration for a special concert...basically, LET THEM BE AROUND YOUR KIDS! They will quickly come to understand that the culture you create through band is one of the BEST things in their building. Don't let your kids get away with a 'poor me' attitude about their band!! Even if you don't feel the support you wish you had, keep a positive face with the kids. Highlight the positives and work to address any negatives behind the scenes. This can only help building bridges, where necessary.
Fellow Staff Members: Sometimes, when in the depth of a busy semester, it is easy to act as if your stress is the only thing going and what your kids do in YOUR band room is all that is important. Remember: in a quality high school, ALL teachers feel that way (that is part of what makes them successful!) and everyone wants 'all the kids all the time'. Don't forget that band is but one of many activities that kids can choose from in high school - and this is the BEST time in life to have these experiences. You have to encourage kids in ALL of their activities and - as long as they handle it responsibly by communicating conflicts ahead of time and managing their own time effectively, it is better for THEM as people to try and participate in more than just your program. WARNING: There WILL be a time or two (or more than that!) that you miss kids in performance. You must learn to accept that if you hope to function as a good colleague and advocate for the total child. Don't roll over every time, of course!! Advocate for your program always, but understand that if you force kids to choose ONLY your program, that only serves one person... you. Be a good colleague; play the long game and support kids having lots of opportunities. In the end, the student knows you are supporting them as a person, not just as a 'band member'.
Community: Be a part of community events as much as reasonably possible. Get the students out in front of the community to perform when you can. That said, it is easy to allow your program to become exploited and over-perform in a way that adds too much stress to students. You can't play for everything, but make sure the community has plenty of opportunities to see your group perform. Get concerts on the community calendar! Have students perform at church or club meetings with their chamber ensembles. If the only time the community sees a band student represent the band is to ask for money or sell popcorn/cheese/pizza/cookie dough/Christmas greenery...then the community will view your program as a 'gimme, gimme, gimme' program. Always give them a chance to see your kids do what they do best!
Do all you can to be the best educator possible. Attend conferences, clinics, and professional development opportunities. Learn from everything! In doing this, you make it likely that you will grow an outstanding program that attracts not only students, but support from your school and community. Students will flock to a great program and flee from a poor one. Excellence attracts!
Best wishes as you continue to advocate for your students and your programs. It is never easy, but it is worth it!
| Ann Goodwin-Clark has an extensive background as a music educator, having been a band director at Gallatin R-5 Schools (3 years), Nevada School District (8 years), Oak Park High School (1 year), Park Hill High School (8 years) and retired after five years as Director of Bands where she grew up, in Cameron. Her bands have performed three times at the Missouri Music Educators Association Conference (1987, 1997, 2002) She has served as President of the Missouri Bandmasters Association (2006-2008) and the Missouri Women Band Directors Association (2002-2004) From 1998-2000, she served as Band Vice-President for MMEA. She was the Missouri honoree as one of the 50 'Directors Who Make A Difference' by School Band Magazine in 2003. In 2004, she was named a Laureate of the 'Legion of Honor' by the John Philip Sousa Foundation. Other professional memberships include NAfME, MMEA, MBA and Phi Beta Mu honorary band fraternity. She serves as Music Director at the Cameron United Methodist Church and is a member of the Board of Education for the Cameron R-1 School District. Ann and husband Dennis have a son, David, age 15. |
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